Perceptions of Social Justice and Attitudes toward Inclusive Education among Pre-Service Teachers in the USA: A Brief Report of an Exploratory Study

Eric Shyman and Jessica Scher Lisa
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Jessica Scher Lisa: Associate Professor of Child Study, St Joseph’s College, USA

Global Journal of Intellectual & Developmental Disabilities, 2017, vol. 1, issue 5, 96-99

Abstract: With the signing of the Education for All initiative of 2000, as well as the United Nations Convention on the Rights of Persons with Disabilities of 2007 bolstering the call for inclusive education globally, research investigating attitudes toward inclusive education among education professionals has become exigent. This article reports the findings of an exploratory study which examined the correlation between and predictive validity of the perceptions of social justice and attitudes toward inclusive education for individuals with disabilities among 96 pre-service teachers at a school of education in the United States. Results suggested a significant positive correlation between affirmative perceptions of social justice and supportive attitudes toward inclusive education. Further, a hierarchical regression analysis revealed a small but significant level of predictive validity between perceived social justices on attitudes toward inclusive education. Implications and further directions for research are discussed.

Keywords: Journal of Intellectual; Intellectual & Developmental; Intellectual & Developmental Disabilities; Journal of Intellectual & Developmental Disabilities; journal of intellectual disability research; journal of intellectual disabilities; journal of intellectual disability research impact factor; journal of intellectual property studies; open access publishers in usa; juniper publishers review (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:adp:jgjidd:v:1:y:2017:i:5:p:96-99

DOI: 10.19080/GJIDD.2017.01.555575

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